SupportingTeaching of

Algebra:Individual

Readiness

Project STAIRLeanne Ketterlin-Geller, Erica Lembke, and Sarah Powell

This project is supported by the U.S. Department of Education, Office of Special

Education Programs (OSEP). Opinions expressed herein are those of the authors

and do not necessarily represent the position of the U.S. Department of

Education.

blog.smu.edu/projectstair/@ProjectSTAIR

Project STAIR

• Project STAIR targets early intervention in middle schools • Systems-level perspective• Data-based individualization

• Goal → preparation for Algebra 1 in high school • To reach this goal, we designed Project STAIR, a four-year

model demonstration project

Many slides adapted from McMaster & Lembke (2018)

Description of the Model

Data Based Individualization

Evidence-based Instructional

Strategies

Expl

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Inst

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Prob

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Sol

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St

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Visu

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Repr

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Flue

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Build

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Formative Assessment

Univ

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Diag

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Asse

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Prog

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Mon

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Data Based Individualization

Student Success in Algebra-Readiness Concepts and Skills

Professional Development and Ongoing Support

2. Key Components of DBI 1

• Establish that there is a Tier 2 validated intervention program in place

2

• Progress monitor• Establish a present level• Set an ambitious long term goal• Collect frequent assessment data• Use decision rules

3

• Based on student responsiveness:• Continue the Tier 2 program with progress monitoring• Collect Diagnostic data

4 • Make an instructional change based on hypothesis

5• Continue to monitor progress to determine if student is/is not responsive to

instruction

Universal Screener

Progress Monitoring

Diagnostic Assessment

Progress Monitoring

2. Key Components of DBI 1

• Establish that there is a Tier 2 validated intervention program in place

2

• Progress monitor• Establish a present level• Set an ambitious long term goal• Collect frequent assessment data• Use decision rules

3

• Based on student responsiveness:• Continue the Tier 2 program with progress monitoring• Collect Diagnostic data

4 • Make an instructional change based on hypothesis

5• Continue to monitor progress to determine if student is/is not responsive to

instruction

Renaissance STAR

Istation’s ARPM

DOMA

Istation’s ARPM

Universal Screener: Identify Eligible Students

•Which (if any) students are at-risk or underperforming?•Which students need

interventions?•What degree of intensity of

intervention is needed?•Who needs intensive

intervention?

Progress Monitoring: Istation’sAlgebra Readiness PM

Subtest Quantity Discrimination Number Properties Proportional ReasoningExample Exemplar

Item3.35 ☐ 3 "

#3 $%+ 1 (

#☐ 1 (

#+ 8 $

%40% of 40 ☐ 40% of 60

Possible Numerical Reasoning Strategy

The common fraction "# is routinely converted to 0.25, making this comparison of

magnitude about recognizing and evaluating values between

number systems. Since the whole numbers are the same

and0.35 > 0.25,

then 3.35 > 3.25.

Because of the commutative property of addition, the

order of the addends does not affect the sum.

Therefore, the comparison a + b ☐ b + c can be

determined by comparing a and c.

Since 3 $%

< 8 $%, then

3 $%+ 1 (

#< 1 (

#+ 8 $

%.

The same percent, 40%, is specified for both quantities

represented in the comparison. Since 40 is less

than 60, then40% of 40 < 40% of 60.

DBI Process Illustrated

Baseline data are collected from eligible

students

Diagnostic assessment data are used to make an

informed hypothesis about why this student is under-

performing

Performance goal is established

Intervention is implemented and student’s progress

toward the performance goal is monitored

DBI Process IllustratedData-based decision rules are applied and indicate

that this student’s rate of improvement is not aligned

with the goal line

Intervention is implemented and student’s progress

toward the performance goal is monitored

DBI Process Illustrated Process continues until student’s rate of

improvement indicates positive progress toward

goal

Progress Monitoring: Process Illustrated

Diagnostic Assessments: Hypothesis Generating

• Why is a student underperforming?• What are the student’s correct

conceptualizations or understandings of the content?

• What are the student’s persistent misconceptions and errors?

• What content and/or instructional design features should be included in the intervention for this student?

2. Key Components of DBI 1

• Establish that there is a Tier 2 validated intervention program in place

2

• Progress monitor• Establish a present level• Set an ambitious long term goal• Collect frequent assessment data• Use decision rules

3

• Based on student responsiveness:• Continue the Tier 2 program with progress monitoring• Collect Diagnostic data

4 • Make an instructional change based on hypothesis

5• Continue to monitor progress to determine if student is/is not responsive to

instruction

This project is supported by the U.S. Department of Education, Office of Special

Education Programs (OSEP). Opinions expressed herein are those of the authors

and do not necessarily represent the position of the U.S. Department of

Education.

blog.smu.edu/projectstair/@ProjectSTAIR